2. History of Multiple Intelligences
(Howard Gardner)
•born on July 11, 1943 in Scranton,
Pennsylvania
•a studious child who gained much pleasure
from playing the piano.
•completed his post-secondary education at
Harvard
•undergraduate degree in 1965 and his
Ph.D. in 1971.
3. • Gardner began developing a theory
designed to synthesize his research and
observations. In 1983, he published
Frames of Mind which outlined his theory
of Multiple intelligences.
• According to this theory, people have
many different ways of learning. Unlike
traditional theories of intelligence that
focus on one, single General intelligence
4. Theory Behind the Model
• Gardner's MI Theory challenged traditional
beliefs in the fields of education and
cognitive science. According to a
traditional definition, intelligence is a
uniform cognitive capacity people are born
with. This capacity can be easily
measured by short-answer tests.
5. According to Gardner, intelligence is:
• The ability to create an effective product or
offer a service that is valued in a culture
• A set of skills that make it possible for a
person to solve problems in life
• The potential for finding or creating
solutions for problems, which involves
gathering new knowledge
6. In addition, Gardner claims that:
• All human beings possess all intelligences
in varying amounts
• Each person has a different intellectual
composition
• We can improve education by addressing
the multiple intelligences of our students
• These intelligences are located in different
areas of the brain and can either work
independently or together
7. • These intelligences may define the human
species
• Multiple intelligences can be nurtured and
strengthened, or ignored and weakened
• Each individual has nine intelligences (and
maybe more to be discovered)
8. Gardner's theory had the greatest impact
within the field of education, where it has
received considerable attention and use. His
conceptualization of intelligence as more
than a single, solitary quality has opened the
doors for further research and different ways
of thinking about human intelligence.
9. Howard Gardner claims that all human
beings have multiple intelligences. These
multiple intelligences can be nurtured and
strengthened, or ignored and weakened. He
believes each individual has nine
intelligences:
12. Visual-Spatial Intelligence
• sensitivity to the relationship between line,
color, shape, space, and form,
• an ability to manipulate and mentally
rotate objects,
• the capacity to create a graphic likeness of
a real object,
• the ability to understand the components
of visual and spatial displays within the
graphic arts.
13. Visual-Spatial Intelligence
• Graphic artists, architects, and map-
makers are examples of spatially
intelligent jobs.
• People who excel at reading maps,
playing chess, drawing diagrams and
illustrations, reparing machinery,
understanding geometry, and completing
jigsaw puzzles are spatially intelligent.
15. Verbal-linguistic intelligence
• a deep understanding of words and a
sensitivity to the literal and figurative
meanings of words,
• highly developed oral and written
communication skills,
• knowledge of grammar rules and when it
is appropriate to disregard those rules,
• sensitivity to the musical qualities and
rhythms of words,
16. Verbal-linguistic intelligence
• knowledge of the many different uses for
language, such as persuasion,
information, or pleasure.
• Poets, writers, and public speakers are
examples of linguistically intelligent
people.
• Maya Angelou, William Shakespeare, and
Abraham Lincoln are famous examples of
linguistically intelligent people.
18. Logical-mathematical intelligence
• an ability to understand numbers and
logical concepts well,
• an ability to perceive numerical and logical
patterns,
• possession of highly developed reasoning
skills,
• an understanding of abstract analysis and
functions.
19. Logical-mathematical intelligence
• Physicists, computer programmers, and
business executives, such as
accountants, are examples of logical-
mathematically intelligent people.
• Albert Einstein and Bill Gates are famous
examples of people with strengths in this
intelligence.
21. Interpersonal Intelligence
("people smart")
• Understanding, interacting with others. These
students learn through interaction. They have
many friends, empathy for others, street smarts.
They can be taught through group activities,
seminars, dialogues. Tools include the
telephone, audio conferencing, time and
attention from the instructor, video conferencing,
writing, computer conferencing, E-mail.
23. Bodily-Kinesthetic Intelligence
("body smart")
• Use the body effectively, like a dancer or a
surgeon. Keen sense of body awareness.
They like movement, making things,
touching. They communicate well through
body language and be taught through
physical activity, hands-on learning, acting
out, role playing. Tools include equipment
and real objects.
25. Musical Intelligence
("sound smart")
• Show sensitivity to rhythm and sound.
They love music, but they are also
sensitive to sounds in their environments.
They may study better with music in the
background. They can be taught by
turning lessons into lyrics, speaking
rhythmically, tapping out time. Tools
include musical instruments, music, radio,
stereo, CD-ROM, multimedia.
27. Intrapersonal
• Understanding one's own interests, goals. These
learners tend to shy away from others. They're
in tune with their inner feelings; they have
wisdom, intuition and motivation, as well as a
strong will, confidence and opinions. They can
be taught through independent study and
introspection. Tools include books, creative
materials, diaries, privacy and time. They are the
most independent of the learners.
29. Naturalist
•Naturalistic intelligence is seen in someone who recognizes and
classifies plants, animals, and minerals including a mastery of
taxonomies. They are holistic thinkers who recognize specimens and
value the unusual. They are aware of species such as the flora and
fauna around them. They notice natural and artificial taxonomies such
as dinosaurs to algae and cars to clothes. Teachers can best foster this
intelligence by using relationships among systems of species, and
classification activities. Encourage the study of relationships such as
patterns and order, and compare-and-contrast sets of groups or look at
connections to real life and science issues.
31. Existential
• Learn in the context of where human kind stands in the
"big picture" of existence. They ask "Why are we here?"
and "What is our role in the world?" This intelligence is
seen in the discipline of philosophy.
• Has been valued in every known human culture.
Cultures devise religious, mystical, or metaphysical
systems for dealing with existential issues; and in
modern times or in secular settings, aesthetic,
philosophical, and scientific works and systems also
speak to this ensemble of human needs.
32. How Does This Theory Differ from the
Traditional Definition of Intelligence?
• Gardner's multiple intelligences theory
challenged traditional beliefs in the fields
of education and cognitive science.
• According to a traditional definition,
intelligence is a uniform cognitive capacity
people are born with. This capacity can be
easily measured by short-answer tests.
34. • An educational system based on national
standards and efficient, relatively cheap,
universal multiple choice testing is central to the
traditional concept of intelligence. In practice a
student's score on an I.Q. test or WISC ranks his
or her strengths and weaknesses. It qualifies
students for special services (such as programs
for the gifted or for those with learning
disabilities). An unfortunate use of IQ tests in
schools is that it often results in labeling
students.
35. • Many educators, researchers, students
and parents have long rejected multiple
choice testing as a measure of
intelligence. Multiple intelligence theory
has served as a rallying point for a
reconsideration of the educational practice
of the last century.
36. Traditional View of
“Intelligence”
“Multiple Intelligences”
Theory
Intelligence can be measured by
short-answer tests:
Stanford-Binet Intelligence
Quotient
Wechsler Intelligence Scale for
Children (WISCIV)
Woodcock Johnson test of
Cognitive Ability
Scholastic Aptitude Test
Assessment of an individual's
multiple intelligences can foster
learning and problem-solving
styles. Short answer tests are not
used because they do not
measure disciplinary mastery or
deep understanding. They only
measure rote memorization skills
and one's ability to do well on
short answer tests. Some states
have developed tests that value
process over the final answer,
such as PAM (Performance
Assessment in Math) and PAL
(Performance Assessment in
Language)
People are born with a fixed
amount of intelligence.
Human beings have all of the
intelligences, but each person has
a unique combination, or profile.
Intelligence level does not change
over a lifetime.
We can all improve each of the
intelligences, though some
people will improve more readily
in one intelligence area than in
others.
37. Intelligenceconsists
of abilityinlogicand
language.
There aremanymoretypesofintelligence
whichreflectdifferentwaysofinteractingwith
the world
Intraditional
practice,teachers
teachthe same
materialto
everyone.
M.I.pedagogyimpliesthatteachersteachand
assessdifferentlybasedonindividual
intellectualstrengthsandweaknesses.
Teachersteacha
topicor"subject."
Teachersstructurelearningactivitiesaround
an issueorquestionandconnectsubjects.
Teachersdevelopstrategiesthat allow for
studentstodemonstratemultiplewaysof
understandingandvalue theiruniqueness.
38. What do Multiple Intelligences have to
do with My Classroom as a Teacher
39. • There are numerous ways to express oneself,
and probably even more ways to gain
knowledge and understand the universe.
Individuals are capable, the theory of multiple
intelligences advocates, of deep understanding
and mastery in the most profound areas of
human experience. Even long before the theory
emerged and was named in 1983 by Howard
Gardner, numerous teachers fostered the
intelligences of their students.
40. • An MI curriculum is designed to teach content by
taking into account all nine intelligences. A child
may wish to express his or her knowledge of that
content in one of many different ways (i.e.,
puppetry, model making, classroom
demonstrations, songs, plays, etc.). Learning
through a variety of unique experiences allows
children to better understand themselves as
lifelong learners, and to see how others acquire
knowledge and apply their skills.
41. The key to implementing MI successfully is
to design your classroom and the particular
lesson so that students are able to
participate in learning and understand the
material in a variety of ways. Keep the
following in mind:
42. • 1. Teaching with MI often necessitates that
students work together in groups and/or on
projects that employ many materials. Be sure
that you adapt your classroom space as best
you can to the parameters of the lesson. For
example, if the lesson plan asks students to
work with computers and you do not have
enough in your classroom, try to schedule time
in the computer lab in advance. If the lesson
plan involves drawing or acting, be sure to
arrange your classroom so that there is sufficient
space and materials.
43. • 2. Be prepared not only to encourage
collaboration and "thinking outside the box," but
also to maintain some control by setting specific
boundaries for students. For example, if the
assignment calls for the students to work
together to develop a presentation, be sure to
define exactly how they should work together
(perhaps by encouraging them to assign
different roles within the group) and what to do if
they have trouble cooperating.
44. • 3. One "answer" or outcome is not the only
acceptable measure of a child's understanding.
For example, if your objective is for students to
understand the literary elements of a story or
novel (e.g., rising action, conflict, climax, etc.),
different learners might grasp the concept in
different ways. One student might illustrate them
through drawing, another might be able to re-
create the elements through acting, and yet
another might better be able to summarize them
in writing.
45. • 4. Students need to have a clear understanding of how
their work will be evaluated. Be sure to lay out the exact
objectives and expectations of your lesson before
beginning. Because MI allows for many different means
of learning and expression, children need to understand
that there may be many different forms of evaluation and
that one style of work is not necessarily more demanding
or time consuming than another. For example, if a
project gives participants a choice between writing and
illustrating, the outcomes will obviously be very different,
but they may be given the same grade for meeting the
same objective.
47. • The multiple intelligences approach encourages
teachers to regard intellectual ability more
broadly. Teachers are able to see that visual
arts, music and dance can be just as valuable to
students' understanding of the world they live in
as traditional academic subjects. Numerous
teachers and administrators have applied
aspects of multiple intelligence theory in their
classrooms and schools.
48. • Through the serious and in-depth study of
just a few subjects, rather than a minimal
amount of attention to many subjects,
Howard Gardner believes that students
will develop a passion for exploring truly
profound ideas.
49. Who are the Critics of this
Theory and What do they Say?
• E.D. Hirsch Jr. and others have argued
that multiple intelligence theory doesn't
encourage educators to teach "core
knowledge" -- a common collection of
"essential facts that every American needs
to know.
50. Critics of the M.I Theory
• It's not new.
• It isn't well defined.
• It's culturally embedded.
• It defeats National Standards.
• It is impractical.
51. What are some benefits of
using the Multiple
Intelligences Approach in
My School?
52. 1st
Benefit
•You may come to regard intellectual ability more broadly.
Drawing a picture, composing, or listening to music,
watching a performance -- these activities can be a vital
door to learning -- as important as writing and mathematics.
Studies show that many students who perform poorly on
traditional tests are turned on to learning when classroom
experiences incorporate artistic, athletic, and musical
activities.
Take music, for example. As educator,
David Thornburg of the Thornburg Institute notes,
53. • "The mood of a piece of music might communicate,
clearer than words, the feeling of an era being studied in
history. The exploration of rhythm can help some
students understand fractions. The exploration of the
sounds of an organ can lead to an understanding of
vibrational modes in physics. What caused the great
scientist Kepler to think of the motions of planets in
musical terms? Astronomy students could program a
synthesizer to play Kepler's 'music of the spheres' and
explore history, science, math and music all at once."
54. 2nd
Benefit
•You will provide opportunities for authentic
learning based on your students' needs,
interests and talents. The multiple
intelligence classroom acts like the "real"
world: the author and the illustrator of a
book are equally valuable creators. Students
become more active, involved learners.
55. 3rd
Benefit
•Parent and community involvement in your
school may increase. This happens as
students demonstrate work before panels
and audiences. Activities involving
apprenticeship learning bring members of
the community into the learning process.
56. 4th
Benefit
•Students will be able to demonstrate and
share their strengths. Building strengths
gives a student the motivation to be a
"specialist." This can in turn lead to
increased self-esteem.
57. 5th
Benefit
•When you "teach for understanding," your
students accumulate positive educational
experiences and the capability for creating
solutions to problems in life.
58. How can applying M.I. theory help
students learn better?
• M.I helps students:
a.To manage their own learning
b.To value their individual strengths
59. Implications of Multiple Intelligence
Theory
• The theory states that all seven
intelligences are needed to productively
function in society.
• The Theory of Multiple Intelligences
implies that educators should recognize
and teach to a broader range of talents
and skills.
60. • This also implies that teachers should
structure the presentation of material in a
style that engages most or all of the
intelligences.
